Exploring Non-Graded Assessment Practices of Teachers in Alternative Learning System

This study explored the perceptions and experiences of Alternative Learning System (ALS) teachers from various clusters within SDO Sorsogon, focusing on the implementation of non-graded assessments. The analysis of transcripts revealed six key themes. The researcher examines how these assessments are perceived in terms of effectiveness, the challenges teachers encounter, their impact on learner motivation and learning outcomes, and how teachers adapt to meet the diverse needs of learners. The study also explores the role of professional development in supporting teachers to implement non-graded assessments effectively. By gathering insights from participants, this inquiry provides a comprehensive understanding of ALS teachers' experiences and thoughts regarding this assessment approach. The study highlighted the non-graded assessments in the Alternative Learning System (ALS) enhance learners' motivation, self-efficacy, and engagement by fostering a supportive, growth-oriented environment. By eliminating traditional grades, learners focus on personal growth and mastery, leading to better attendance and deeper engagement. Teachers facilitate this shift through strategies like differentiated instruction and constructive feedback, addressing diverse learner needs. However, challenges remain, as some learners struggle with self-regulation and accountability without traditional grading, emphasizing the need for clear expectations and reinforcement. The findings also underscored the need for ongoing training and support for ALS teachers to implement non-graded assessments effectively. While the Functional Non-Graded Assessment Framework aids in customizing assessments and promoting individualized learning, gaps in teacher expertise and access to resources hinder full implementation. Teachers valued peer collaboration and professional development but identified the need for a unified handbook and additional tools to ensure consistent and inclusive practices across ALS settings. The study concluded that non-graded assessments promote a growth mindset and improve educational experiences, but engagement challenges and inconsistencies in teacher proficiency hinder effectiveness. Clear expectations, ongoing support, and standardized guidelines are crucial for the successful implementation of these assessments. The recommendations suggested that relevant training designs and clear guidelines for non-graded assessments should be implemented to enhance teacher proficiency and learner’s engagement. Additionally, continuous professional development programs and a dedicated handbook are essential to ensure consistency and effectiveness in applying non-graded assessments.